Features of the formation of ideas about the work of adults in preschool children - the importance of labor education for the development of children

The importance of labor education for the development of children

There are also objective problems that complicate the education of hard work in preschool children:

• Economic crisis, increasing family breakdown, migration of children from preschool institutions;
• Reduced attention of parents and educators to the formation of hard work (in comparison with the physical, mental, aesthetic development of the individual);
• The desire of preschool children for self-realization in a community of children with little social experience.

Thus, contradictions arose:

• Between the social significance of instilling hard work and the insufficient implementation of this pedagogical task in preschool institutions;
• Between the need to prepare a teacher or preschool teacher to develop hard work in children and the lack of theoretical foundations and organizational and pedagogical conditions for the development of this fundamental quality of a child.

In psychology and labor pedagogy, as in any other matter, there are still untapped reserves in the educational process. Teaching staff and sociologists are working to uncover them. In this regard, the science of psychology plays a special role. Psychological knowledge has already recognized the psychological patterns of teaching and upbringing, the formation of a child’s personality at different ages in different types of activities (play, learning, work), and generalized significant relationships in the field of pedagogical and psychological phenomena.

When organizing child labor, the age and individual characteristics of children and the patterns of their development should be taken into account. In the process of work, the aesthetic and physical are carried out. This organization of work must be ensured by the teacher. He must be a role model, learn the strengths and weaknesses of his students, organize events and much more.

The psychological aspect of a teacher’s activity in education through work lies in the influence of personal example, control of the influence of the environment on the individual and control of one’s work activity. The teacher must coordinate the content and forms of work with pedagogical goals, direct work activity in such a way that it requires students to demonstrate certain qualities, and evaluate the effectiveness of educational influences.

The role of the teacher is also to help the student increase his authority among his peers. Many students perform better in vocational education than in general education subjects. Therefore, the child has a need for recognition. When he achieves an increase in his authority, his activity in other activities increases. One of the main tasks of the teacher is to shape and direct this activity.

Taking into account the child’s role in the formation of his personality is also necessary, since he has his own needs, desires and interests. The discrepancy between the plans of adults and children explains the difficulties in education. Therefore, the main task of the teacher is to make the role of self-education in education as great as possible.

The formation of vital skills in preschool children is associated with activities aimed largely at satisfying everyday personal needs. Labor education of young children begins with self-service. Washing, dressing, etc. can be included in the content of labor education only to a limited extent, but the great educational significance and vital importance of the skills acquired by children in the process of self-service make it one of the important types of labor. Self-care involves simple routines that make washing and dressing easier.

With a properly organized pedagogical process, daily self-care work, in comparison with all other types of work, creates the most favorable conditions for the child to actively acquire the necessary skills and gain practical experience of independent behavior. This is one of the reasons for the wider use of this type of work in younger groups of kindergartens.

When assessing the educational value of self-care, we must first of all note its critical importance for meeting the child’s daily personal needs. Daily fulfillment of basic work tasks accustoms children to systematic work. Children begin to understand that every person has tasks related to the daily needs of life.

MAGAZINE Preschooler.RF

The choice of profession occupies an important place in a person’s life and professional development. The successful and harmonious development of an individual in society depends on the correct choice of profession.

Preparation for choosing a profession is very important, as it is associated with the system of the educational process, and is an integral part of the comprehensive development of the individual. At preschool age, children show great interest in the professions of adults. Children of senior preschool age imitate their elders, experience satisfaction and joy from their work, realize the benefits of their actions, and show respect for the work of adults.

It is in senior preschool age that the prerequisites for future professions are laid:

• ideas about the work of adults and their professions are laid down
• children learn to value work
• develops a sense of respect for the work of adults
• aspirations for work are manifested
• personal qualities such as hard work, perseverance, diligence, etc. are formed.

IN AND. Loginova writes: “Knowledge about work, the attitude towards the work of adults, the motives, the direction of work, begin to regulate the actions of children, rebuild their motives and attitudes towards their own work, objects created by people. Hence, knowledge about work and profession should occupy one of the leading places in the educational work of a kindergarten... ”

The Federal State Educational Standard for Education has established 5 educational areas - “Social and communicative development” , “Cognitive development” , “Speech development” , “Artistic and aesthetic development” , “Physical development” .

Socio-communicative development is aimed at mastering the norms and values ​​accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one’s own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in a preschool institution. And also, the formation of positive attitudes towards various types of work through solving the following tasks:

• development of labor activity
• fostering a value-based attitude towards one’s own work, the work of other people and the results of work activity
• formation of ideas about the work of adults, its role in human life and in society as a whole.

The Federal State Educational Standard for Education identifies the main goal of labor education - this is the practical, moral and psychological preparation of children for work, the formation of a positive attitude towards work.

Systematic knowledge about work contributes to the development of speech. By naming objects and tools, labor actions and their characteristics, the vocabulary increases and is enriched. Sustained interest in work, the desire to learn the work processes of adults, is ensured by systematic knowledge about work. Children's attitude towards mastering work activity becomes conscious: there is a desire to learn what they do not know how to do. We can say that the basis for children’s mastery of labor processes is prepared through the formation of systemic knowledge about labor.

The first step in introducing preschoolers to the work of adults is the formation of knowledge about the result of labor. Knowledge about the results of labor allows us to show the uniqueness of labor as an activity, since obtaining results is intended to satisfy human needs. This is a distinctive feature from any other activity. An indicator of a properly organized labor process is obtaining the intended result of labor.

Many scientists have studied the means and ways of forming preschoolers’ ideas about the work of adults. Scientists highlight that the formation of ideas and knowledge about the social significance of work has a beneficial effect on children’s attitude towards work and subsequently contributes to the choice of a future profession. IN AND. Loginova in her works considers the need to develop in preschool children systematic knowledge about various professions, which significantly restructures their own work activity and significantly increases its productivity.

The child learns about the importance of adult labor through direct observations and verbal explanations given by the teacher. Due to this, preschoolers very early begin to develop a positive attitude towards work, respect for the working person, children begin to strive to imitate an adult in their activities. The idea of ​​the importance of work, its usefulness, becomes effective if familiarization with the work of adults is combined with participation in the work activities of the family or kindergarten team, which is feasible for a preschooler - this develops into hard work, the desire to take part in work activities and complete the assigned task as best as possible .

Familiarity with professions is one of the ways to form in preschoolers an idea of ​​the social significance of work. This is basic knowledge about the work of people from the child’s close environment, types and tools of labor, the work of people in factories and factories, in agriculture, etc.

The central link of knowledge about social reality is knowledge about work activity. They provide an understanding of the tasks of society and each individual. Forming in children correct ideas about the work of adults, developing interest and respect for working people, a positive attitude towards the work activities of other people is the most important component of psychological readiness for work.

Preschool children have a high level of cognitive activity and very early become interested in people's work activities. A child grows and is brought up in a certain social environment, in which every day a preschooler has the opportunity to observe the work of adults, accumulate impressions, and later, in games and in everyday life, strives to imitate adults. Of primary importance is maintaining and encouraging interest in the work of adults, creating conditions for obtaining the maximum amount of knowledge and its most effective assimilation, quenching the thirst for knowledge about the work of adults.

Isolating the results of labor is a more difficult task. Children mainly confuse the process of labor and its result (a teacher teaches children, a doctor treats people, etc.). It is difficult for a child to independently differentiate these components, especially in those professions where the result of labor is not clearly presented. Ideas about the social significance of work are the most significant in the process of forming children's ideas about the work of adults. Children of older preschool age generally correctly understand the social significance of the results of labor of various professions, they know why the work of a teacher, doctor, builder or driver is needed.

Based on specific ideas about the results of the work of individual professions, it is possible to form general ideas about the need for one or another type of activity of a person in a certain profession. The nanny washed the floor - the floor was clean; set the table for dinner - you can eat; prepared beds - children can go to bed, etc., therefore, the nanny takes care of the children in the absence of parents. The cook prepares soup, cutlets, compote - makes sure that the children are well-fed.

The family plays a huge role in the correct formation of ideas about the work of adults. The most favorable environment for fulfilling the tasks of labor education of children is created in the family. Parents and other family members serve as an example for the child; children see how the family shows interest in each other’s work successes and help with useful advice. A.S. Makarenko wrote that children who have not received any work experience in the family cannot decide on professions and obtain good qualifications; they are often poor workers.

Analyzing psychological and pedagogical research, we can conclude that the world of adults is a special social environment for the development of preschool children. This environment includes parents, educators and people from the immediate environment with whom the child interacts. The preschooler focuses on them as a model and builds his activities and behavior.

Labor education

Labor education is an important part of the education of the younger generation. N.K. Krupskaya in her works repeatedly emphasized the need to accustom children from an early age to the simplest types of work available to them, noting that in this way they become familiar with the properties of materials and learn to work with various tools. In their work, children show activity, ingenuity, perseverance, a desire for results, and they develop a desire to provide adults with all possible help.

The work activity of preschoolers is characterized by their interest in the real process of action. For example, after watering the plants, the child begins to water them again; Having placed a spoon for each plant on the table, he begins to lay out the second spoon. If there is no sufficient guidance for children, then work activity continues for a long time at the level of actions that are interesting to the child himself. Under the influence of the teacher, children gradually develop the ability to set goals, plan and organize their activities in advance (prepare everything necessary, determine the order of actions), and bring things to a result.

At work, children acquire a variety of skills and abilities that are necessary in everyday life: self-care, housekeeping, etc. Improving skills and abilities does not mean that the child begins to do without the help of adults. It develops self-confidence, the ability to overcome difficulties, and the ability to make volitional efforts. This brings him joy and a desire to learn new skills.

In the process of work, children practically study the properties of the things around them, observe the growth and changes of plants, examine animals, get acquainted with their living conditions, etc. They compare, contrast, and try to find the answer to the endless “whys” themselves. They develop their curiosity and educational interests. Work becomes an important means of children's intellectual development.

The work is physically taxing for children as they perform many outdoor activities (digging a garden bed, fetching water, shoveling snow, etc.). Children become able to show strength and overcome difficulties.

Labor activity is of particular importance for the formation of moral qualities. By completing simple tasks related to setting the table and preparing everything needed for lessons, children learn to be useful to others. This makes them ready to come to the aid of those who need them, willingly perform feasible work tasks, and develops a responsible attitude to work, hard work and attentiveness.

Preschool pedagogy identifies the following main tasks of labor education of children:

• Familiarization with the work of adults and instilling respect for it;
• Training in basic labor skills and abilities;
• Encouraging interest in work, hard work and independence;
• Encouraging socially oriented work motives and the ability to work in a group and for a team.

In kindergarten, in the family, in the social environment - everywhere the child encounters the work of adults and uses their results. Initially, children's attention is attracted only by external aspects: the process of labor activity, the movement of mechanisms, machines. Consistently introducing children to the work of adults in their immediate environment, and then outside the kindergarten, helps to form their understanding of the nature and meaning of work, and to explain to them, using specific examples, the attitude of adults to work and its social significance. The teacher explains to the children what a diligent person should be (one who works conscientiously and cares about completing the work), what it means to work well, to care for others, and reads to them works about work that convey its meaning and beauty in a clear and emotional form. By instilling in children respect for the working man and the desire to be like him, the teacher encourages them to take a careful attitude towards the results of their work.

The knowledge that preschoolers have about the work of adults should have a great influence on the formation of a correct attitude towards work, but it can remain formal if familiarity with work activity is not combined with child labor.

Project to familiarize adults with labor in the senior group “Kaleidoscope of Professions”

author: Zamorova Marina Igorevna

Teacher Private preschool educational institution Kindergarten No. 2 of the open joint-stock company "Russian Railways"

Project to familiarize adults with labor in the senior group “Kaleidoscope of Professions”

Project to familiarize adults with labor in the senior group “Kaleidoscope of Professions”

Zamorova Marina Igorevna

Relevance of the project

In older preschool age, further familiarization with the world of adults and the objects created by their labor acquires particular importance for the full development of the child’s personality.

The origins of labor education lie in preschool age, when the child first begins to feel the need for independent activity, declaring his intentions and showing himself to be the subject of his desires and interests. Fostering this need is one of the central tasks of children’s labor education.

Labor education ensures the comprehensive development of the personality of preschool children through familiarization with the work of adults and the introduction of children to accessible work activities.

Familiarization with the professions of parents ensures the child’s further entry into the modern world, familiarization with its values, and ensures the development of the cognitive interests of children of senior preschool age. That's why the idea of ​​creating this project arose. An in-depth study of professions, including through the professions of one’s parents, contributes to the development of ideas about their significance, the value of each work, and the development of evidence-based speech. The right choice of profession determines success in life.

Project type

: informational, group, joint, long-term (6 months)

Objective of the project:

creating conditions for expanding children’s ideas about professions, including the professions of their parents.

Project participants

: group pupils, parents, kindergarten staff, teachers.

Project implementation stages:

1. Preparatory stage: collection of information and material for the implementation of the project idea.
2. The main stage: achieving the intended goals.

III. Summarizing:

1. Card index of games on the theme “Professions”;
2. Presentation of the project at the pedagogical council.

Tasks:

1. To form holistic ideas of preschoolers about the professions of their parents, to emphasize the significance of their work
2. Develop the prerequisites for a responsible attitude towards the assigned work and communication skills.
3. Cultivate a positive attitude towards work and a desire to work.

Main directions of the project:

1. Organization of direct educational activities;
2. Equipment for a subject-development environment;
3. Working with parents.

Expected Result

:

- to arouse interest in the surrounding world;

- to expand children’s knowledge and ideas about professions, including the professions of their parents (parents’ place of work, the significance of their work; pride and respect for the work of their parents);

-help parents properly organize joint family leisure;

- assign children feasible work responsibilities at home, in kindergarten, and bear responsibility for their implementation;

- to ensure the child’s activity in the complex process of his becoming a Human.

Long-term planning for introducing adults to work in the senior group

September

-Meetings with people of different professions: teacher;

-Work with the presentation “All professions are needed, all professions are important”;

- Lesson “Laundress work of adults”.

Tasks:

To form ideas about kindergarten employees (laundress, about the labor processes performed by her, tools of labor; to develop children’s cognitive interest in the work of adults; to cultivate a respectful attitude towards the work of adults, a desire to provide all possible assistance; to clarify and generalize children’s ideas about professions.

October

-Meetings with people of different professions: dentist;

-Observing the work of the nanny;

-Conversation “The work of a music director”;

-solving riddles about professions.

Tasks:

To clarify children’s ideas about the profession of a doctor or musician; give specific ideas to the children: the nanny cleans the carpet with a vacuum cleaner, cleans the sinks with paste, washes the windows, door, etc. note the conscientious attitude of adults to their work; To form children’s ideas about the profession of a music director, to develop children’s interest in the work of a music director; pay attention to the fact that the teacher and music director are working together.

November

-Meetings with interesting people of different professions: policeman;

-Lesson on speech development “In the world of professions”;

-learning proverbs and sayings about professions;

-targeted visit to the kitchen.

Tasks

: - consolidate children’s knowledge about professions (doctor, driver, salesman, teacher, postman, etc., about tools; develop the ability to compose a coherent story using a diagram; learn the poem “My Bear” using a mnemonic table.

-Develop speech, observation, intelligence, and the ability to correlate a picture with a symbol.

-Cultivate interest in various professions.

-Expand your understanding of the police profession.

-Give specific ideas to the children: the cook makes minced meat using an electric meat grinder, makes cutlets, pies, cuts vegetables using a vegetable cutter, prepares some dish - pilaf, meatballs. Introduce children to household appliances that make the cook’s work easier. Cultivate respect for the work of adults and the results of their work.

December

-Meetings with interesting people of different professions: veterinarian;

-project “Sweet Fairy Tale” (confectioner).

Tasks:

Introduce children to the profession of a veterinarian.

-Introduce children to the profession of a confectioner, to his professional actions, and to helper objects;

January

-Meetings with interesting people of different professions: nurse

- Supervising the work of a nurse.

-Circus professions: role-playing game “Circus”.

Tasks:

Consolidate performances: listens with a phonendoscope, measures temperature, gives medicine, smears abrasions, makes bandages, instills medicine, measures temperature, height, keeps notes in a card. Enter into the active dictionary: bandage, pipette, thermometer, tablet, ointment, brilliant green, stadiometer, scales, medical record. Using the example of adult work to cultivate mutual assistance, humane feelings, and respect for each other.

— To give an idea of ​​people of complex circus art: a juggler (who throws several objects at once and manages to catch them on the fly); acrobat (delights spectators with flights under the circus dome); trainer (works with various animals, large predators, birds, sea inhabitants; teaches them to dance, jump through hoops, etc.); clown (makes everyone laugh, entertains); magician (performer of mysterious tricks). To develop in children a cognitive interest in people of different professions. Cultivate a respectful attitude towards creative people.

February

-Meetings with people of different professions: salesperson

-Conversation “Military Profession” (guest);

-Targeted visits to children with parents at the post office. Role-playing game “The postman brought a parcel.” Watching the film “Three from Prostokvashino”.

Tasks

:Repeat with children the material about the profession of a salesperson;

— Clarify children’s ideas about the profession of fathers and grandfathers; about the military profession. To form ideas about the features of military service: soldiers train to be strong, skillful, learn to shoot accurately, and overcome obstacles. The military is a very honorable profession, they are the defenders of our Motherland; Many books have been written about the military and many interesting films have been made. To instill in children a desire to bring joy to their father (grandfather) and give gifts.

— Introduce children to the work of a postman: the postman delivers correspondence to homes. He puts it in mailboxes. But first, he sorts the correspondence and writes down the numbers of houses and apartments. To do this, the postman comes to work very early. The job of a postman is difficult and very necessary. To instill in children a sense of respect for working people.

March

1. Meetings with people of different professions: worker

— A conversation about the profession of a baker.

— Role-playing game “How bread is made”;

— Virtual tour “Elevator”;

Tasks:

— develop children’s horizons about the baker’s profession;

— introduce the elevator employees.

1. Conversation “Who works in the theater?”

Target:

— To introduce the features of the extraordinary profession of an artist. The main thing in an artist’s work is the ability to transform into another person during a performance. Make-up artists help in the artist's work - they change the actor's appearance with the help of make-up paints, adhesive mustaches, beards, ears, masks and wigs. Costumer – selects costumes for the actors that will match the character and stage image of the characters; Costume is one of the most important components of the performance design.

April

-Excursion to the children's library. Profession: librarian.

-Meeting with interesting people of different professions: driver

-Conversation about the profession of astronaut.

Tasks:

-Form ideas about the driver’s profession; drives the car, unloads cargo, puts the car in order, fills water, repairs - inflates, changes the tire. The driver must know the rules of the road well; to become a driver you need to study;

— Introduce children to the work of a librarian: gives out books; communicates with the reader, answers his questions, advises which book to read; talks about children's writers and their new books. A librarian must have excellent memory, self-control, listening skills, tact and attentiveness to the reader.

— Give children an idea of ​​the profession of an astronaut. They carry out a lot of research work in space: they study the climate of the Earth, other planets, how plants behave in zero gravity. An astronaut must be perfectly physically developed, educated, persistent and fearless.

May

-Meetings with interesting people of different professions: “The world of my hobbies”

-The work of rescuers and firefighters.

— Observing the work of adults in landscaping, painting, landscaping, and cleaning.

— Labor of agricultural workers: gardener, beekeeper, livestock breeder, milkmaid, winegrower, rabbit breeder

Tasks

— To introduce the peculiarities of the rescuer profession - fearless people find themselves in the most dangerous places on our planet, saving people’s lives during hurricanes, storms, and avalanches. Deepen your knowledge of the firefighter profession. Rescuers and firefighters are fearless, strong, trained, selfless.

-Formulate children’s ideas about the work and professions of their mothers; to cultivate a desire to provide all possible assistance to the mother, to take care, to bring joy with her actions and actions.

— Develop observation skills, the ability to reflect your impressions of the work of adults in play activities.

— Expand knowledge about the work of people living in rural areas, introduce people to seasonal work (in the spring they plow the land, sow grain, plant vegetables, shrubs, trees; in the summer they work in the fields, in gardens, in haymaking; in winter they grow seedlings in greenhouses) to deepen children's knowledge about the work of a milkmaid - they use modern equipment in their work: electric drinking bowls, electric milking machines. On the advice of a veterinarian, a special diet is selected for the cow: vitamins, food additives. Activation of the dictionary: cow, hay, milking machine, milking, milk, feed.

Holiday for children “World of Professions”.

Project presentation.

Project Implementation Report

The work carried out contributed to the enrichment of children with new information in the field of history, biology, and geography. Reading works of educational literature broadened the horizons of children. Many preschoolers learned about the metro, the semaphore, the railroad, and different cities. In the process of such activities, children discovered new words for themselves. Didactic games, conversations and lexical exercises contributed to the consolidation of new words in speech.

During the monitoring, the following groups of children were identified:

- children with a high level of development of ideas about professions - 4 children (40%). These children were able to name most professions, explained to whom what was needed for work, named the tools and the result;

— with an average level of development of ideas about professions — 6 children (60%). In general, these children improved their understanding of professions and were able to name up to 5 professions, but required the help of an adult;

— with a low level of development of ideas about professions were not identified.

So, during the monitoring, it was found that already 60% (from 20%) of children have a high level of formed ideas about the work of adults, 40% of children have an average level, and no children with a low level have been identified. Monitoring the knowledge of preschoolers about professions revealed that already 40% of children (from 10%) have a high level of formation of ideas about professions, 60% of children have an average level, a low level has not been identified. The results obtained indicate the effectiveness of the work carried out to form preschoolers’ ideas about the work of adults.

List of used literature

1. Aleshina N.V. Familiarization of preschoolers with the environment / N.V. Aleshina. - M.: “Pedagogical Society of Russia”, 2000.- 128 p.
2. Arushanova A.G. On the problem of determining the level of speech development of a preschooler // Problems of speech development of preschoolers and junior schoolchildren. M.: Institute of National Science. problems of education MORF, 1993.
3. Baranova N. A., Guguman T. V., Popova V. F., Romanenko O. G. Acquaintance of preschoolers with the professional activities of adults // Young scientist. - 2015. - No. 7. - pp. 731-734.
4. Bure R.S. Preschooler and work. Theory and methodology of labor education. M.: Mozaika-Sintez, 2011. 136 p.
5. Bure R.S. Social and moral education of preschool children. For classes with children 3-7 years old. – M.: Mosaika-Sintez, 2012.- 80 p.

Project to familiarize adults with labor in the senior group “Kaleidoscope of Professions”

Pedagogical approaches to the formation of ideas about adult work in preschool children

Analysis of psychological and pedagogical literature allowed us to identify different approaches to the problem of developing ideas about the work of adults.

N.K. Krupskaya, directing educators to broaden the horizons of children, pointed out that the main source of impressions of preschoolers is their immediate environment, the public sphere in which they live. But not everything that surrounds a child is educationally equal. Therefore, from a pedagogical point of view, it is very important to make the right choice of objects to tell children about.

Further, the role of the immediate environment was emphasized in the works of R.O. Zhukovskaya, S.A. Kozlova, T.A. Markova et al. experimentally proved it.

The formation of a positive attitude towards the work of adults is facilitated by the independent work of children. V.A. Sukhomlinsky wrote: “Patriotic beliefs are strengthened in the minds of children only when the child with his own hands creates something necessary and useful for the people, experiences his activities, his work as a struggle to increase the wealth of the fatherland.

In the works of R.S. Bure, G.N. Godina, the main component of work activity is socially significant motivation, and therefore the method of involving children in work activity is justified by demonstrating the importance and value of the process and result of work. In the study by D.V. Sergeeva systematically shows the methodology for organizing manual labor, its moral and aesthetic value in the education of preschool children. In preschool pedagogy, a scientific school is distinguished, which shows the role of knowledge and ideas about the work of adults in the life of a preschool child.

In the works of V.I. Loginova, G.G. Samorukova’s acquaintance with the labor of adults is built on the basis of cause-and-effect relationships: Transformation of the subject of labor in the labor process into its product.

In the works of T.A. Markova, V.G. Nechaeva shows the role of ideas about the work of adults in the aspect of the formation of personal qualities: Diligence, care, attention, etc., and reveals the method of forming ideas. This includes ethical conversations, looking at pictures, creating problem situations, etc. These scientists emphasize the role of field trips, which clearly show the possibility of introducing children to professions.

In the work of A.M. Vinogradova emphasizes the need to support and develop a child’s interest in the work of adults. For this purpose, field trips, walks, observations, conversations, and reading fiction are organized. With the help of specific visual examples, it is important to convey to children an understanding of existing concepts (all work is worthy of honor; the work of people is interconnected and serves the common good; work is respected; respect for work is manifested in caring for what is made by human hands), as well as as much as possible involve the youngest family member in the affairs of adults.

It is obvious that the work of kindergarten teachers to familiarize children with the work of adults cannot bring the desired results without appropriate explanatory work with parents. It is important to convey to parents that the child’s acquaintance with their work is a factor of great educational importance, that the child, knowing who the father and mother work, is imbued with special respect for them, and that at the same time their authority in the eyes of the growing person increases. The educational effect of work increases when the child shows interest in it. Introducing a child to the work of adults is one of the sources of instilling in him a caring attitude towards the common good.

According to T.A. Markova, R.S. Bure, frugality is formed from the right attitude towards the work of other people. It is important that the child is convinced from his own experience of the greatest benefits of work for others. Makarenko said: “Your child will be a member of a working society, so his value in this society, his value as a citizen will depend entirely on how he can participate in public work, how he will be prepared for this work.

Introduction

An important area of ​​social and cognitive development of preschool children is familiarization with the work of adults. In kindergarten, in the family, in the public environment available to him - everywhere the child encounters the work of adults and takes advantage of its results. At first, children’s attention is attracted only by external aspects, as A.V. Zaporozhets and V.S. Mukhina talk about this. Consistently introducing children to the work of adults in their immediate environment, and then outside the kindergarten, allows them to develop an understanding of the essence and significance of labor actions, and of the social structure of life in general. According to V.I. Loginova, V.G. Nechaeva, a child’s daily observations of the diverse work of people is a prerequisite for labor education, while children need to be given sufficiently systematized data about the work of adults and, on their basis, develop respect for work, its results, to those who work. The knowledge of preschoolers about the work of adults has a great influence on the development of their correct attitude towards work, however, it can remain formal if familiarization with work activities is not carried out consistently, systematically, based on an imaginative worldview and positive emotions, as V. G. says Nechaeva, T. A. Markova. Observing the work of adults and explaining its significance in people’s lives plays an important role in the comprehensive development of a child’s personality. The work of a kindergarten has its own difficulties in the implementation of labor education: a significant part of the work of adults does not take place in front of children, and there are limited opportunities to observe their work. Therefore, it is necessary to find ways and forms for preschoolers to approach the work of adults, showing its social significance, the essence of labor actions, the results of labor, and to determine the conditions for the most effective influence of adult labor on the formation of imaginative ideas about it. K. D. Ushinsky, who in many of his works defined a theoretical and methodological view of children’s work, attached great importance to labor education. In the work of V.G. Nechaeva says that preschoolers’ knowledge about the work of adults has a great influence on the formation of their correct attitude towards work.

To create a positive attitude towards work and understand its significance, there is a living example of surrounding adults, direct contact with their work. Many researchers spoke about the power of the example of adults in raising children: R. S. Bure, G. M. Godina, D. I. Sergeeva, etc. They attached great importance to the working atmosphere that constantly surrounds the child.

The importance of the problem and at the same time the insufficiently consistent implementation of this work in the practice of preschool educational institutions determined the choice of research.

The purpose of the study is to study the development of ideas about the work of adults in younger preschoolers.

The object of the study is the labor education of younger preschoolers.

The subject of the study is the process of developing ideas about the work of adults in primary school children.

Hypothesis. The development of ideas about the work of adults is an important direction in the personal development of preschool children. The process of developing such ideas will be successful if:

- carry it out in conjunction with the impact on the intellectual, emotional and active-practical spheres of the individual;

— create a positive emotional background through the use of fiction and entertaining tasks;

-carry out purposeful work to reflect the impressions received in visual and gaming activities.

Research objectives.

1. Based on the analysis of psychological, pedagogical and methodological literature, reveal approaches to the development of ideas in children of primary preschool age.
2. To experimentally test the effectiveness of pedagogical conditions aimed at developing ideas about the work of adults in younger preschoolers through excursions.

Theoretical basis of the study: labor education was considered as a means of developing moral qualities: hard work, caring, etc. (R. S. Bure, T. A. Markova, L. I. Saygusheva); labor as a type of children's activity (T. A. Markova, V. G. Nechaeva, D. I. Sergeeva, etc.); the peculiarities of relationships between children in work were considered (R. S. Bure, T. A. Repina). In the works of V.I. Loginova, Krulekht N.D. a system of knowledge about the work of adults is presented on the basis of cause and effect relationships - the transformation of objects of labor in the labor process into its product. The works of G. M. Godina, R. S. Bure, V. G. Nechaeva and others show the role of socially significant motivation as the main component of the labor process